EDUC1231                                                                                                       Kade Ellis 32008451

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 11:00-12:00pm Date: 24/10/2019 Students’ Prior Knowledge:

Learning Area: Science
Strand/Topic from the Australian Curriculum:
Science Understanding: Physical Sciences
This lesson will act as the first/introductory lesson
to the ‘Solar Car Challenge’ design brief.
Light from a source forms shadows and can be
absorbed, reflected and refracted (ACSSU080).

Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097).
With guidance, pose clarifying questions and make
predictions about scientific investigations (ACSIS232).
Scientific knowledge is used to solve problems and
inform personal and community
decisions (ACSHE083).

Work collaboratively in small groups.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Voice and share an opinion regarding the effectiveness of solar power in achieving a more sustainable future.
 Identify key differences between the use of coal and solar energy and why each is used.
 Work collaboratively within small groups.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 BTN Videos x3  Students will be grouped in ‘pop-stick’ groups,

 Venn Diagram Template which are pre-arranged groups made by teacher.
 Whiteboard/pens  Students with visual difficulties will be seated
 iPads closer to whiteboard.
 Sufficient space for community circle  1 iPad per group.
 Teacher act as ‘umpire’ during community circle.

LESSON EVALUATION (to be completed AFTER the lesson)

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 EDUC1231                                                                                                       Kade Ellis 32008451

Assessment of Lesson Objective and Suggestions for Improvement:

. What tasks did the students find difficult?
. Were my activities suitable and beneficial?
. What did the students do well?
. What will the students need to work on for next lesson?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:
. Were the students engaged and interested in the lesson activities?
. Did all students participate?
. Were all learning objectives met?
. How could this lesson be improved to be more valuable to students?
. Were students able to complete all the activities in the allocated time?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time: Motivation and Introduction:
11:00am 1. Teacher will begin the lesson by showing students the first ‘Behind the BTN video 1
News’ (BTN) video ‘Australian Energy’.
https://www.abc.net.au/btn/classroom/australian-energy/10528036
This is a good resource representing how energy is used in Australia.
It highlights coal as our main energy source, highlighting both the
benefits and drawbacks. Main takeaway from this video is the effects
on coal on the environment.
2. Teacher will then pose question to students;
“If using coal is so bad for our environment, what are some other
ways we can get our electricity/power?”
**Looking for answer(s); Wind & Solar Power
3. Once gotten these answers, teacher will then show students the
second BTN video ‘Solar Energy’.
BTN video 2
https://www.abc.net.au/btn/classroom/solar-energy/10527036
This video provides students with a clear and explicit representation
as to how solar energy works.
Good video that again shows both benefits and drawbacks of solar
energy.
4. Teacher will then work collaboratively with students to create a ‘mind
map’ of the key points stated within the videos. Within this mind map
will include topics such as;
o What energy source do we currently use in Australia?
Whiteboard/pens
o Why do we use coal as our main energy source?

o Why is the burning of coal bad for our environment?

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 EDUC1231                                                                                                       Kade Ellis 32008451

o What are some other forms of energy can we use?

o What are some positives about solar energy?

o What are some drawbacks/negatives about solar energy?

**Anecdotal notes/observations taken on student responses and Anecdotal

participation. notes/observations

11:20am Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Class will now form a community circle discussing; “Is solar power a
reliable source of energy for a more sustainable future?”

Community circle is where students sit in a circle (with teacher) Sufficient space for
discussing a topic. Students have their names laminated on a piece of community circle
paper and will raise that name card when they wish to speak.
Community circle provides students with a forum to express their
thoughts/opinions on a topic as no answer is wrong nor right.

**Anecdotal notes/observations will be made on student

responses.

2. Class will pack up community circle and return back into classroom.
11:40am
3. In class pop-stick groups (pre allocated groups), students will create a
Venn Diagram highlighting key differences/similarities of coal/solar
energy. Students will be given iPads to support/enhance further Venn Diagram template
research.

**Anecdotal notes/observations will be made on student’s ability iPads

to work collaboratively within a team environment.
Pop-stick groups
**Venn Diagram will also be a useful tool for the teacher to see
just how much students already know about energy use within
Australia.

11:55am Lesson Closure:(Review lesson objectives with students)

1. Summarising the lesson, teacher will brainstorm/reinforce key

information with students.

o What energy source do we currently use in Australia? Whiteboard/pens

o Why do we use coal as our main energy source?
o Why is the burning of coal bad for our environment?
o What are some other forms of energy can we use?
o What are some positives about solar energy?
o What are some drawbacks/negatives about solar energy?

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 EDUC1231                                                                                                       Kade Ellis 32008451

2. Teacher will then show students final BTN video ‘Solar Car BTN video 3
Challenge’.

https://www.abc.net.au/btn/classroom/solar-car-challenge/11612724

3. Here teacher will introduce the design brief to students. And their
challenge to construct their own solar powered car out of reusable
resources.

Transition: (What needs to happen prior to the next lesson?)

12:00pm
1. Prior to next lesson, teacher will have planned/organised students
into pairs that he/she think will work effectively together.

2. Teacher will also have print out copies of design brief/design brief
booklets to give to students.

3. Teacher will bring reusable materials from home to highlight some

examples of resources that may be used.

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment checklist
1. Teacher anecdotal notes/observations will be later recorded into an
assessment checklist, highlighting success of learning objectives Anecdotal
notes/observations
2. Venn Diagrams will also be used by the teacher to see what students
already know/don’t know and therefore learning alterations can be Venn Diagrams
made if necessary.